UNIVERSITY OF MAINE AT FARMINGTON COLLEGE OF EDUCATION, HEALTH AND REHABILITATION
LESSON PLAN FORMAT
Teacher’s Name: Tyler Brown Lesson #: 6 Facet: Explain Grade Level: 9-12 Numbers of Days: 4 Topic: Geography
PART I:
Objectives
Students will understand that geographic processes may have an impact on global and local communities.
Students will know social/cultural change, historical geography, environmental geography, climate change, political maps, and physical maps.
Students will be able to be aware of geographic processes and their effect on far-reaching communities.
Product: I-Movie
Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment
Maine Learning Results
Content Area: Social Studies
Standard: D. Geography
Standard: D1 Geographic [[#|Knowledge]], concepts, themes, and patterns
Grade Level Span: 9-Diploma
Students understand the geography of the United States and various regions of the world and the effect of geographic influences on decisions about the present and future.
Rationale: By presenting their own example of how societal changes have had environmental effects throughout the course of history and in the present day, students will be able to understand how this process occurs and work toward positive solutions for the future.
Assessments
Formative (Assessment for Learning) Section I – checking for understanding during instruction
Students will participate in a variety of cooperative learning activities to conduct formative assessment that is observable by the teacher. These activities include organized class discussion, team-pair-solo, and (if they choose) collaboration on the final product. Independently, students will also produce a quick write dealing with problems/solutions about the lesson and the product.
Section II – timely feedback for products (self, peer, teacher)
The flow chart graphic organizer will be used and handed in after day 2 for the teacher to provide written feedback for the students. Quick writes about the final products will also be used for both self and teacher assessment. Students will self assess their products via rubric. and lastly, peer assessment will be conducted before the oral presentations on the final day so that students may use their peer's feedback to make minor changes before finalizing their products.
Summative (Assessment of Learning): Integration Technology: Students will use I-Movie or other movie editing software to explain how industrialization has negatively impacted a local community.
Content Areas: English: Students will perform quick writes to during self/teacher formative assessment. Environmental Science: Students will understand the relationship between industrialization, CO2 levels in the atmostphere, climate change, and rising sea levels. Math: Students will analyze and interpret graphs and statistics in order to fortify and display their knowledge of geographic processes. Art/Video Production: Using video as a medium of communication, students will develop a short film to explain the major concepts of the lesson.
Groupings Section I - Graphic Organizer & Cooperative Learning used during instruction
Graphic organizer (flow chart) will be completed either independently or with a partner depending on if students choose to have a partner during the creation of their product. Cooperative learning is used throughout the lesson in the form of team-pair-solo and turn and talk activities.
Section II – Groups and Roles for Product
Students may choose to work alone or with a partner on this project. This is done to respect to the intrapersonal and interpersonal intelligences in the classroom. For those who choose to have a partner, pairs will be selected based off of familiarity with the technology so that students will little technological familiarity will be paired with students who have more experience.
Differentiated Instruction MI Strategies
Verbal: Students will talk it out during the team-pair-solo activity Logic: The flow chart will create a logical pattern of events and effects for this intelligence to benefit from Visual: Flow chart, I-movie creations and review will benefit this intelligence. Musical: Music can be incorporated into the audio of the I-movie presentation allowing musical learners to align what they believe is the best musical match for the events in their presentation. Kinesthetic: Creation of the I-Movie will help kinesthetic learners as they will be able to physically engage in filming and editing. Intrapersonal: Students will work independently during word-sort activity and may opt to work independently on I-Movie project. Interpersonal: Students will be able to work collaboratively during team-pair-solo activity and may opt to work with a partner on the I-Movie project. Naturalist: Naturalists will be able to engage themselves during creation of I-Movie with outdoor filming (if they choose to) or will otherwise be naturally engaged by the topic of environmental processes while they review other films to get ideas for their project.
Modifications/Accommodations From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.
Plan for accommodating absent students: Students will be expected to check class wiki for an overview of what was covered in class as well as what is assigned for homework. They will also be provided with my e-mail address to be able to contact me for clarification. "Learning buddies" will also be partnered when pairs for the product are assigned to provide additional information for the absent student which will serve the dual purpose of keeping the absent student up to pace as well as reinforcing (for the learning buddy) what was covered in class when they reiterate what was covered.
Extensions
Type II technology: Class wiki is a type two technology because it allows for easy sharing of information including links to additional forms of media that will appeal to the multiple intelligences, meaning that whoever may be absent will have multiple choices for catching up on what they missed including extra media-rich resources.
Gifted Students: Gifted students will take this project one step further by first deciding what local case study they would like to research, then find out who might be interested in using their video to help support the cause. Their objective is to shed light on the local issue in a way that produces empathy for the target market and then find a way to communicate their video to a social reformer in that market so as to help inspire change. Additional time will be provided for students who accept this challenge as it will go above and beyond the 4 days of class time dedicated to the project. It is only required that the final product be submitted to the teacher by the time grades close for the semester.
Materials, Resources and Technology
Journals, Graphic organizer (flow chart), pens/pencils, laptops, Movie editing software, Wi-Fi access.
http://climate.nasa.gov/key_indicators/
This is the link to NASA's website which delivers a plethora of interactive and stationary graphs that represent the relationship between rising sea-levels, rising CO2 levels, and lowering ice areas both on land and in the arctic. It becomes evident that industrialization plays a large part in these figures when the period of industrialization (1950's) resembles a turning point in the data.
Research will otherwise be conducted by the students as they have been able to practice this on multiple occasions throughout the course of the semester.
PART II:
Teaching and Learning Sequence (Describe the teaching and learning process using all of the information from part I of the lesson plan) Take all the components and synthesize into a script of what you are doing as the teacher and what the learners are doing throughout the lesson. Need to use all the WHERETO’s. (3-5 pages)
Room Arrangement: Desks will be organized into a U-shape around the perimeter of the classroom to have access to power supplies and provide an open environment for class discussions. Projector will be at the front of the class in the middle of the U.
Day One
Hook: Students will revisit the themes of the previous lessons and connect them to the effects of industrialization by reading This Letter (see resources above for URL) written by a Chinese factory worker that was found in a box of Halloween decorations sold in the U.S. (5 mins)
Turn and Talk: Students will pair up with somebody next to them and take turns discussing their thoughts on this letter and how it connects to what we have learned so far. Afterwards, each students will be given the chance to briefly offer their unique insight to the class. (10 mins).
Teacher Presentation: Teacher will present data from NASA's website that outlines the relationship between rising sea-levels, rising CO2 levels, and lowering ice areas both on land and in the arctic. It becomes evident that industrialization plays a large part in these figures when the period of industrialization (1950's) resembles a turning point in the data. Teacher will assist in making connections between this data and the previous lessons and hook videos. Teacher will periodically pause to answer any questions and allow individual insight to be shared by students. (20 minutes)
I-Movie introduction: Teacher will introduce the product for this lesson and hand out rubric/guidelines for the product and presentation. Student sample will then be shared with the class to provide a clear idea of what is expected by the end of the lesson. (15 minutes).
Grouping: Teacher will ask the class who would like to work with a partner on the creation of this product and who would prefer to work alone. Those who prefer to work alone can begin researching case studies to use for their product. Those who wish to work in pairs will be asked about their familiarity with movie-editing software and film making on a scale of 1-10. Students will then form a line ranging for 1-10 and partners will be selected from both ends until everyone is paired off. (5 minutes)
Research: The remainder of class will be dedicated to students working alone or with their partner in conducting research on case studies that include local environments being impacted by climate change. (25 mins).
Homework: Students will Continue researching case studies until they have selected one to go in depth on when creating their product. E-mail the teacher a link that represents the chosen case study before coming to class. If they have done library research and a link is not available to send, they will be expected to send the title and author of the book representing their case study via e-mail.
Day Two
Showing strategies for organizing video creation: Teacher will use the projector to show students how to create folders labeled "Movie pictures" "Movie videos" and "Links to research information" under their geography folder. This will help them organize their material throughout creation of the product. (5 minutes)
Graphic Organizer/continued research: Students will be handed the "flow chart" graphic organizer to help them outline a sequence of events for their product. It will be expected that that they fill this out after they have conducted an ample amount of research to begin creating the product. (20 minutes)
Continued Research/Product Creation: Students who are ready to begin creating their product may do so, while others who prefer to continue researching and gathering artifacts may continue to do so. (15-20 minutes)
Optional Brain Break: Students are given the option to take a brain break and socialize for 3 minutes.
Continue Research/Product Creation: Until the end of the class period.
Exit Ticket: Show the teacher that you have created folders as specified at the beginning of class that contain research material gathered thus far.
Day Three
Product Creation: This entire day will be dedicated to finalizing projects. Students will work with their partners or independently as specified for the first 40 minutes. Students will then share their product (what is completed so far) to another pair or single student for peer assessment and feedback then switch off with another pair and repeat the process (25 minutes). The last 15 minutes of class will be provided for putting the final touches on the project.
Homework: Students will self assess their products based on the rubric and put the final touches on their PSA if necessary.
Day Four
This class will be dedicated to presentations (80 minutes) with a brain break in between.
Students will understand that geographic processes may have global and local impacts. This way, they can better understand how geographic processes are effected by people, and how people are effected by geographic processes in order to be proactive about natural disasters and geographic policy decisions in the future. Students will understand the geography of the United States and various regions of the world and the effect of geographic influences on decisions about the present and future. Through reading the hook article, have an open discussion with peers about its relation to the major themes of the unit, and by connecting all of that information together in a unique and individualized Movie presentation, students will understand where these issues are taking place, why they are important, and what they can do about it. Where, Why , What, Hook Tailors: Verbal, Visual, Existential, Intrapersonal, Interpersonal.
Students will know social/cultural change, historical geography, environmental geography, climate change, political maps, and physical maps. They will participate in turn and talk activities and review previous hook materials in order to connect the major themes of the unit to this final lesson. Lastly, students will create an I-Movie trailer/PSA that describes how industrialization has negatively effected a local community somewhere in the world. Equip, Explore, Rethink, Tailors: Verbal, Visual, Logical, Kinesthetic, Intrapersonal, Interpersonal, Naturalist.
Students will be able to be aware of geographic processes and their effect on far-reaching communities. Through conducting their own research based off of material presented in previous lessons, and combining their research with what the teacher displays in class, students will unlock their ability to explore and experience the goals of this lesson first-hand. Multiple forms of self, peer, and teacher assessment are available (including rubric) and there is in-class time provided for each so that students are able to revise and refine their movie presentations. Explore, Experience, Revise, Refine, Tailors: Verbal, Visual, Logical, Kinesthetic, Musical (if included movie), Intrapersonal, Interpersonal, Naturalist.
Content Notes Students will know…..
Social/Cultural Change: This key term is relevant to many of the lessons in this unit and is a recurring theme that relates to the study of human geography. In this lesson, students will fortify their understanding of what this term means and how it relates to the real world by reading the hook article, discussing it with their peers and as a class, and then providing their own example of it in their finished product.
Historical Geography: Students will see this key term in another light that was not present during its introduction in Lesson 4. This time, students will look at the history of CO2 levels, its relation to industrialization, and the online resources available to go further the depth of their understanding.
Environmental Geography: This is pretty much self explanatory if you have read the previous portion of this lesson plan. The entire product is centered around the environmental aspects of industrialization and its impact on geographic processes with a focus on climate change.
Climate Change: Students will understand this term in depth during the teacher presentation that displays facts listed on the NASA website about the studies that have been done on climate change. Students will then connect this information to case studies they have observed, particularly the case study that details the environment on the coast of Bangladesh and the people residing there.
Political Maps: Part of the required content for the movie, as listed on the rubric, requires that students use at least 3 political maps effectively to help communicate their message.
Physical Maps: Part of the required content for the movie, as listed on the rubric, requires that students use at least 3 political maps effectively to help communicate their message.
Handouts
Graphic organizers, letter from Chinese factory worker (hook), and rubrics.
Maine Common Core Teaching Standards for Initial Teacher Certification and Rationale
Standard 1 – Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
Learning Styles
Clipboard: Clipboards will benefit from the organized structure of the class as it will be clearly laid out at the beginning of each class. The rubrics used to guide them on their path to creating their Movie will also be beneficial to them. Answers to most questions clipboard might have will be readily accessible on the class wiki.
Microscope: Microscopes arguably benefit the most from this assignment insurmountable numeration of details to support the main themes. By being able to create their own product they will be able to dive as deep into the material and research as they desire and their learning will, as a result, have infinite potential.
Puppy: Puppies are always catered to in this classroom through allotting specific times for everybody to get a chance to speak and have their opinions heard. Allowing a brain break amidst instruction is one way this lesson appeals to them in particular.
Beach Ball: Beach balls are very specifically catered to in this lesson as well. Students have a variety of options to choose from when deciding upon their case study topic for their product. They are even allowed to go conduct research on a case study not previously mentioned in class as long as the topic gets cleared by the teacher. The product itself, being a video production, allows for multiple paths for students to take in order to illustrate and demonstrate their understanding of the content.
Rationale: This lesson has mass appeal to the multiple intelligences and learning styles allowing each student to understand that their individuality is recognized and respected in this classroom. When respect is given, respect will be returned, and a cooperative, safe, learning environment can be achieved.
Standard 6 -Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their on growth, to monitor learner progress, and to guide the teacher's and learner's decision making.
Formative Section I – checking for understanding during instruction
Through the turn and talk activity, the quick write activities, and the completion of the rubric, students and teachers experience a variety of formative assessments before the product is created.
Section II – timely feedback for products (self, peer, teacher)
During product creation, there are multiple opportunities for students both inside and outside of class to ask clarifying questions and recieve timely feedback from the teacher. The rubric acts as a tool for self assessment, peer assessment, and teacher assessment in the way that it is utilized throughout the lesson. There is a specific time set aside on day three for students to peer review in a more formal way as well.
Summative: Summative assessment is conducted in relation to the product creation. The goals of the lesson are clearly defined and detailed in the rubric which allows both the teacher and the learner to understand what concepts are being mastered at all times.
Rationale: By understanding the relation between environments and the societies within them, students will better understand how to design and implement policy decisions that will effect us in the present and future.
Standard 7 - Planning Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
Content Knowledge:
(see content notes)
MLR or CCSS:
Facet: Explain: students will be able to explain how industrialization and negatively impacted a local community.
Rationale: Students will be able to describe this after participating in this lesson that appeals to the many MI's and Learning Styles that are recognized and respected consistently in this classroom. In combination with that, multiple forms of practice will also provide students with the ability to describe the unfolding of such existential events.
Standard 8 -Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
MI Strategies: Verbal: Students will talk it out during the team-pair-solo activity Logic: The flow chart will create a logical pattern of events and effects for this intelligence to benefit from Visual: Flow chart, I-movie creations and review will benefit this intelligence. Musical: Music can be incorporated into the audio of the I-movie presentation allowing musical learners to align what they believe is the best musical match for the events in their presentation. Kinesthetic: Creation of the I-Movie will help kinesthetic learners as they will be able to physically engage in filming and editing. Intrapersonal: Students will work independently during word-sort activity and may opt to work independently on I-Movie project. Interpersonal: Students will be able to work collaboratively during team-pair-solo activity and may opt to work with a partner on the I-Movie project. Naturalist: Naturalists will be able to engage themselves during creation of I-Movie with outdoor filming (if they choose to) or will otherwise be naturally engaged by the topic of environmental processes while they review other films to get ideas for their project.
Type II Technology: Movie editing software allows for students to explain what they have learned using a form of interactive media.
Rationale: The use of this free software offers a new and inventive way of describing a message that would not be possible without the technology.
NETS STANDARDS FOR TEACHERS 1. Facilitates and Inspire Student Learning and Creativity. Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.
a. Promote, support, and model creative and innovative thinking and inventiveness
b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources
c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes
d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments
Rationale: The teacher allows students to become the center of their own learning while in a fun, safe, and interactive learning environment. There are multiple opportunities for students to express themselves within the classroom and through the use of technology and virtual environments.
2. Design and Develop Digital Age Learning Experiences and Assessments. Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop knowledge, skills, and attitudes identified in the NETS-S.
a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress
c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources
d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching
Rationale:
The teacher provides opportunities for multiple forms of formative and summative assessment, some of which take place through technological communication. Students are also able to assess themselves via rubric that is available online.
COLLEGE OF EDUCATION, HEALTH AND REHABILITATION
LESSON PLAN FORMAT
Teacher’s Name: Tyler Brown Lesson #: 6 Facet: Explain
Grade Level: 9-12 Numbers of Days: 4
Topic: Geography
PART I:
Objectives
Students will understand that geographic processes may have an impact on global and local communities.
Students will know social/cultural change, historical geography, environmental geography, climate change, political maps, and physical maps.
Students will be able to be aware of geographic processes and their effect on far-reaching communities.
Product: I-Movie
Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment
Maine Learning Results
Content Area: Social Studies
Standard: D. Geography
Standard: D1 Geographic [[#|Knowledge]], concepts, themes, and patterns
Grade Level Span: 9-Diploma
Students understand the geography of the United States and various regions of the world and the effect of geographic influences on decisions about the present and future.
Rationale: By presenting their own example of how societal changes have had environmental effects throughout the course of history and in the present day, students will be able to understand how this process occurs and work toward positive solutions for the future.
Assessments
Formative (Assessment for Learning)
Section I – checking for understanding during instruction
Students will participate in a variety of cooperative learning activities to conduct formative assessment that is observable by the teacher. These activities include organized class discussion, team-pair-solo, and (if they choose) collaboration on the final product. Independently, students will also produce a quick write dealing with problems/solutions about the lesson and the product.
Section II – timely feedback for products (self, peer, teacher)
The flow chart graphic organizer will be used and handed in after day 2 for the teacher to provide written feedback for the students. Quick writes about the final products will also be used for both self and teacher assessment. Students will self assess their products via rubric. and lastly, peer assessment will be conducted before the oral presentations on the final day so that students may use their peer's feedback to make minor changes before finalizing their products.
Summative (Assessment of Learning):
Integration
Technology: Students will use I-Movie or other movie editing software to explain how industrialization has negatively impacted a local community.
Content Areas:
English: Students will perform quick writes to during self/teacher formative assessment.
Environmental Science: Students will understand the relationship between industrialization, CO2 levels in the atmostphere, climate change, and rising sea levels.
Math: Students will analyze and interpret graphs and statistics in order to fortify and display their knowledge of geographic processes.
Art/Video Production: Using video as a medium of communication, students will develop a short film to explain the major concepts of the lesson.
Groupings
Section I - Graphic Organizer & Cooperative Learning used during instruction
Graphic organizer (flow chart) will be completed either independently or with a partner depending on if students choose to have a partner during the creation of their product. Cooperative learning is used throughout the lesson in the form of team-pair-solo and turn and talk activities.
Section II – Groups and Roles for Product
Students may choose to work alone or with a partner on this project. This is done to respect to the intrapersonal and interpersonal intelligences in the classroom. For those who choose to have a partner, pairs will be selected based off of familiarity with the technology so that students will little technological familiarity will be paired with students who have more experience.
Differentiated Instruction
MI Strategies
Verbal: Students will talk it out during the team-pair-solo activity
Logic: The flow chart will create a logical pattern of events and effects for this intelligence to benefit from
Visual: Flow chart, I-movie creations and review will benefit this intelligence.
Musical: Music can be incorporated into the audio of the I-movie presentation allowing musical learners to align what they believe is the best musical match for the events in their presentation.
Kinesthetic: Creation of the I-Movie will help kinesthetic learners as they will be able to physically engage in filming and editing.
Intrapersonal: Students will work independently during word-sort activity and may opt to work independently on I-Movie project.
Interpersonal: Students will be able to work collaboratively during team-pair-solo activity and may opt to work with a partner on the I-Movie project.
Naturalist: Naturalists will be able to engage themselves during creation of I-Movie with outdoor filming (if they choose to) or will otherwise be naturally engaged by the topic of environmental processes while they review other films to get ideas for their project.
Modifications/Accommodations
From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.
Plan for accommodating absent students: Students will be expected to check class wiki for an overview of what was covered in class as well as what is assigned for homework. They will also be provided with my e-mail address to be able to contact me for clarification. "Learning buddies" will also be partnered when pairs for the product are assigned to provide additional information for the absent student which will serve the dual purpose of keeping the absent student up to pace as well as reinforcing (for the learning buddy) what was covered in class when they reiterate what was covered.
Extensions
Type II technology: Class wiki is a type two technology because it allows for easy sharing of information including links to additional forms of media that will appeal to the multiple intelligences, meaning that whoever may be absent will have multiple choices for catching up on what they missed including extra media-rich resources.
Gifted Students: Gifted students will take this project one step further by first deciding what local case study they would like to research, then find out who might be interested in using their video to help support the cause. Their objective is to shed light on the local issue in a way that produces empathy for the target market and then find a way to communicate their video to a social reformer in that market so as to help inspire change. Additional time will be provided for students who accept this challenge as it will go above and beyond the 4 days of class time dedicated to the project. It is only required that the final product be submitted to the teacher by the time grades close for the semester.
Materials, Resources and Technology
Journals, Graphic organizer (flow chart), pens/pencils, laptops, Movie editing software, Wi-Fi access.
Source for Lesson Plan and Research
http://www.cbsnews.com/video/watch/?id=4586903n
http://www.pbs.org/now/shows/543/
http://www.immigrationshumancost.org/text/raymond.html
http://www.youtube.com/watch?v=oGab38pKscw
https://www.youtube.com/watch?v=lTTaUEkzIF0
These are all links to the hooks from previous lessons. They are available to students on the class wiki for review in order to re-engage them in the major themes of the unit and provide inspiration for their own PSA creation.
http://www.businessinsider.com/kmart-shopper-finds-letter-from-china-2012-12
This is the link to the hook being introduced in the lesson.
http://climate.nasa.gov/key_indicators/
This is the link to NASA's website which delivers a plethora of interactive and stationary graphs that represent the relationship between rising sea-levels, rising CO2 levels, and lowering ice areas both on land and in the arctic. It becomes evident that industrialization plays a large part in these figures when the period of industrialization (1950's) resembles a turning point in the data.
Research will otherwise be conducted by the students as they have been able to practice this on multiple occasions throughout the course of the semester.
PART II:
Teaching and Learning Sequence (Describe the teaching and learning process using all of the information from part I of the lesson plan) Take all the components and synthesize into a script of what you are doing as the teacher and what the learners are doing throughout the lesson. Need to use all the WHERETO’s. (3-5 pages)
Room Arrangement: Desks will be organized into a U-shape around the perimeter of the classroom to have access to power supplies and provide an open environment for class discussions. Projector will be at the front of the class in the middle of the U.
Day One
Hook: Students will revisit the themes of the previous lessons and connect them to the effects of industrialization by reading This Letter (see resources above for URL) written by a Chinese factory worker that was found in a box of Halloween decorations sold in the U.S. (5 mins)
Turn and Talk: Students will pair up with somebody next to them and take turns discussing their thoughts on this letter and how it connects to what we have learned so far. Afterwards, each students will be given the chance to briefly offer their unique insight to the class. (10 mins).
Teacher Presentation: Teacher will present data from NASA's website that outlines the relationship between rising sea-levels, rising CO2 levels, and lowering ice areas both on land and in the arctic. It becomes evident that industrialization plays a large part in these figures when the period of industrialization (1950's) resembles a turning point in the data. Teacher will assist in making connections between this data and the previous lessons and hook videos. Teacher will periodically pause to answer any questions and allow individual insight to be shared by students. (20 minutes)
I-Movie introduction: Teacher will introduce the product for this lesson and hand out rubric/guidelines for the product and presentation. Student sample will then be shared with the class to provide a clear idea of what is expected by the end of the lesson. (15 minutes).
Grouping: Teacher will ask the class who would like to work with a partner on the creation of this product and who would prefer to work alone. Those who prefer to work alone can begin researching case studies to use for their product. Those who wish to work in pairs will be asked about their familiarity with movie-editing software and film making on a scale of 1-10. Students will then form a line ranging for 1-10 and partners will be selected from both ends until everyone is paired off. (5 minutes)
Research: The remainder of class will be dedicated to students working alone or with their partner in conducting research on case studies that include local environments being impacted by climate change. (25 mins).
Homework: Students will Continue researching case studies until they have selected one to go in depth on when creating their product. E-mail the teacher a link that represents the chosen case study before coming to class. If they have done library research and a link is not available to send, they will be expected to send the title and author of the book representing their case study via e-mail.
Day Two
Showing strategies for organizing video creation: Teacher will use the projector to show students how to create folders labeled "Movie pictures" "Movie videos" and "Links to research information" under their geography folder. This will help them organize their material throughout creation of the product. (5 minutes)
Graphic Organizer/continued research: Students will be handed the "flow chart" graphic organizer to help them outline a sequence of events for their product. It will be expected that that they fill this out after they have conducted an ample amount of research to begin creating the product. (20 minutes)
Continued Research/Product Creation: Students who are ready to begin creating their product may do so, while others who prefer to continue researching and gathering artifacts may continue to do so. (15-20 minutes)
Optional Brain Break: Students are given the option to take a brain break and socialize for 3 minutes.
Continue Research/Product Creation: Until the end of the class period.
Exit Ticket: Show the teacher that you have created folders as specified at the beginning of class that contain research material gathered thus far.
Day Three
Product Creation: This entire day will be dedicated to finalizing projects. Students will work with their partners or independently as specified for the first 40 minutes. Students will then share their product (what is completed so far) to another pair or single student for peer assessment and feedback then switch off with another pair and repeat the process (25 minutes). The last 15 minutes of class will be provided for putting the final touches on the project.
Homework: Students will self assess their products based on the rubric and put the final touches on their PSA if necessary.
Day Four
This class will be dedicated to presentations (80 minutes) with a brain break in between.
Students will understand that geographic processes may have global and local impacts. This way, they can better understand how geographic processes are effected by people, and how people are effected by geographic processes in order to be proactive about natural disasters and geographic policy decisions in the future. Students will understand the geography of the United States and various regions of the world and the effect of geographic influences on decisions about the present and future. Through reading the hook article, have an open discussion with peers about its relation to the major themes of the unit, and by connecting all of that information together in a unique and individualized Movie presentation, students will understand where these issues are taking place, why they are important, and what they can do about it.
Where, Why , What, Hook Tailors: Verbal, Visual, Existential, Intrapersonal, Interpersonal.
Students will know social/cultural change, historical geography, environmental geography, climate change, political maps, and physical maps. They will participate in turn and talk activities and review previous hook materials in order to connect the major themes of the unit to this final lesson. Lastly, students will create an I-Movie trailer/PSA that describes how industrialization has negatively effected a local community somewhere in the world.
Equip, Explore, Rethink, Tailors: Verbal, Visual, Logical, Kinesthetic, Intrapersonal, Interpersonal, Naturalist.
Students will be able to be aware of geographic processes and their effect on far-reaching communities. Through conducting their own research based off of material presented in previous lessons, and combining their research with what the teacher displays in class, students will unlock their ability to explore and experience the goals of this lesson first-hand. Multiple forms of self, peer, and teacher assessment are available (including rubric) and there is in-class time provided for each so that students are able to revise and refine their movie presentations.
Explore, Experience, Revise, Refine, Tailors: Verbal, Visual, Logical, Kinesthetic, Musical (if included movie), Intrapersonal, Interpersonal, Naturalist.
Content Notes
Students will know…..
Social/Cultural Change: This key term is relevant to many of the lessons in this unit and is a recurring theme that relates to the study of human geography. In this lesson, students will fortify their understanding of what this term means and how it relates to the real world by reading the hook article, discussing it with their peers and as a class, and then providing their own example of it in their finished product.
Historical Geography: Students will see this key term in another light that was not present during its introduction in Lesson 4. This time, students will look at the history of CO2 levels, its relation to industrialization, and the online resources available to go further the depth of their understanding.
Environmental Geography: This is pretty much self explanatory if you have read the previous portion of this lesson plan. The entire product is centered around the environmental aspects of industrialization and its impact on geographic processes with a focus on climate change.
Climate Change: Students will understand this term in depth during the teacher presentation that displays facts listed on the NASA website about the studies that have been done on climate change. Students will then connect this information to case studies they have observed, particularly the case study that details the environment on the coast of Bangladesh and the people residing there.
Political Maps: Part of the required content for the movie, as listed on the rubric, requires that students use at least 3 political maps effectively to help communicate their message.
Physical Maps: Part of the required content for the movie, as listed on the rubric, requires that students use at least 3 political maps effectively to help communicate their message.
Handouts
Graphic organizers, letter from Chinese factory worker (hook), and rubrics.
Maine Common Core Teaching Standards for Initial Teacher Certification and Rationale
Standard 1 – Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
Learning Styles
Clipboard: Clipboards will benefit from the organized structure of the class as it will be clearly laid out at the beginning of each class. The rubrics used to guide them on their path to creating their Movie will also be beneficial to them. Answers to most questions clipboard might have will be readily accessible on the class wiki.
Microscope: Microscopes arguably benefit the most from this assignment insurmountable numeration of details to support the main themes. By being able to create their own product they will be able to dive as deep into the material and research as they desire and their learning will, as a result, have infinite potential.
Puppy: Puppies are always catered to in this classroom through allotting specific times for everybody to get a chance to speak and have their opinions heard. Allowing a brain break amidst instruction is one way this lesson appeals to them in particular.
Beach Ball: Beach balls are very specifically catered to in this lesson as well. Students have a variety of options to choose from when deciding upon their case study topic for their product. They are even allowed to go conduct research on a case study not previously mentioned in class as long as the topic gets cleared by the teacher. The product itself, being a video production, allows for multiple paths for students to take in order to illustrate and demonstrate their understanding of the content.
Rationale: This lesson has mass appeal to the multiple intelligences and learning styles allowing each student to understand that their individuality is recognized and respected in this classroom. When respect is given, respect will be returned, and a cooperative, safe, learning environment can be achieved.
Standard 6 - Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their on growth, to monitor learner progress, and to guide the teacher's and learner's decision making.
Formative
Section I – checking for understanding during instruction
Through the turn and talk activity, the quick write activities, and the completion of the rubric, students and teachers experience a variety of formative assessments before the product is created.
Section II – timely feedback for products (self, peer, teacher)
During product creation, there are multiple opportunities for students both inside and outside of class to ask clarifying questions and recieve timely feedback from the teacher. The rubric acts as a tool for self assessment, peer assessment, and teacher assessment in the way that it is utilized throughout the lesson. There is a specific time set aside on day three for students to peer review in a more formal way as well.
Summative: Summative assessment is conducted in relation to the product creation. The goals of the lesson are clearly defined and detailed in the rubric which allows both the teacher and the learner to understand what concepts are being mastered at all times.
Rationale: By understanding the relation between environments and the societies within them, students will better understand how to design and implement policy decisions that will effect us in the present and future.
Standard 7 - Planning Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
Content Knowledge:
(see content notes)
MLR or CCSS:
Facet: Explain: students will be able to explain how industrialization and negatively impacted a local community.
Rationale: Students will be able to describe this after participating in this lesson that appeals to the many MI's and Learning Styles that are recognized and respected consistently in this classroom. In combination with that, multiple forms of practice will also provide students with the ability to describe the unfolding of such existential events.
Standard 8 - Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
MI Strategies:
Verbal: Students will talk it out during the team-pair-solo activity
Logic: The flow chart will create a logical pattern of events and effects for this intelligence to benefit from
Visual: Flow chart, I-movie creations and review will benefit this intelligence.
Musical: Music can be incorporated into the audio of the I-movie presentation allowing musical learners to align what they believe is the best musical match for the events in their presentation.
Kinesthetic: Creation of the I-Movie will help kinesthetic learners as they will be able to physically engage in filming and editing.
Intrapersonal: Students will work independently during word-sort activity and may opt to work independently on I-Movie project.
Interpersonal: Students will be able to work collaboratively during team-pair-solo activity and may opt to work with a partner on the I-Movie project.
Naturalist: Naturalists will be able to engage themselves during creation of I-Movie with outdoor filming (if they choose to) or will otherwise be naturally engaged by the topic of environmental processes while they review other films to get ideas for their project.
Type II Technology: Movie editing software allows for students to explain what they have learned using a form of interactive media.
Rationale: The use of this free software offers a new and inventive way of describing a message that would not be possible without the technology.
NETS STANDARDS FOR TEACHERS
1. Facilitates and Inspire Student Learning and Creativity. Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.
a. Promote, support, and model creative and innovative thinking and inventiveness
b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources
c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes
d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments
Rationale: The teacher allows students to become the center of their own learning while in a fun, safe, and interactive learning environment. There are multiple opportunities for students to express themselves within the classroom and through the use of technology and virtual environments.
2. Design and Develop Digital Age Learning Experiences and Assessments. Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop knowledge, skills, and attitudes identified in the NETS-S.
a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress
c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources
d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching
Rationale:
The teacher provides opportunities for multiple forms of formative and summative assessment, some of which take place through technological communication. Students are also able to assess themselves via rubric that is available online.